ACADEMIC READING EXPERIENCES OF INTERNATIONAL STUDENTS PURSUING AN MA-TESOL: A MIXED METHODS STUDY

Autores/as

  • Matthias Maunsell University of Alabama at Birmingham (USA)

Resumen

The United States is a primary destination for international graduate students. For those whose first language is
not English, academic reading is an obstacle that must be overcome to achieve academic success. This exploratory,
sequential, mixed methods study investigates the academic reading experience of seven international MA-TESOL
students in a southeastern U.S. university and identifies the most impactful factors within four consequential
categories: reading challenges, reading adjustment, reading efficacy, and reading support. Findings suggest that
with institutional, faculty, international and domestic peer support, and engagement with the reading process,
students can overcome initial reading concerns and eventually acquire sufficient reading skills to complete their
master’s program successfully. Implications suggest that academic reading support for international graduate
students should nurture collaborative efforts, emphasize knowledge of reading strategies besides language
proficiency, and promote parity or interconnectedness with academic writing.

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Publicado

2020-11-17